HBCUs

How Social Comparison Between Emerging and Established Research Institutions Informs Proposed Amendment to the Bayh-Dole Act

Researchers, policy makers, and university administrators continue to debate how the Bayh-Dole act shapes innovation, technology transfer, and the economic development potential of U.S. research institutions. Newly released research by scholar Clovia Hamilton adds a fresh and timely perspective to this conversation. The article, titled “How socially comparing emerging research institutions to established research institutions informs proposed amendments to the Bayh-Dole Act,” explores how differences in institutional status, resources, and social comparison dynamics influence the effectiveness of federal technology transfer policy. As a case study, the article focuses on a survey of 245 Historically Black Colleges and Universities (HBCU) STEM faculty and administrators.

This article is a must read for anyone interested in HBCUs. university inventions, patent licensing, university innovation policy, research commercialization, or the future of the Bayh-Dole.

Why does this research matter?

The Bayh-Dole Act has been one of the most influential pieces of U.S. innovation policy since 1980. It enabled universities to retain ownership of federally funded inventions, sparking the modern technology transfer ecosystem. However, not all institutions benefit equally.

Hamilton’s research examines:

how emerging research institutions compare themselves to long established research universities
how these comparisons potentially shape their ability to participate in technology transfer
structural disadvantages that may require policy adjustments
proposed amendments to Bayh-Dole that could level the playing field

This research analysis is especially relevant as policy makers revisit Bayh-Dole in light of equity, regional innovation, and national competitiveness concerns.

Key Themes Explored in the Article

This legal research offers a thoughtful and much needed analysis of how emerging research institutions like HBCUs navigate the technology transfer landscape shaped by the Bayh Dole Act. As policy makers consider updates to the law, this work provides valuable insight into how federal innovation policy can better support a diverse range of universities. There are five key themes explored in this law article.

1. Social Comparison Theory in Higher Education

This paper applies Leon Festinger’s social comparison theory to understand how emerging institutions evaluate themselves relative to established research universities.

2. Unequal Technology Transfer Capacity

Differences in funding, staffing and research infrastructure create persistent gaps in commercialization outcomes.

3. Policy Implications for Bayh-Dole

Hamilton proposes amendments aimed at improving equity in federal research commercialization, support for under-resourced institutions, and national innovation capacity.

4. The Future of University Technology Transfer

This research raises important questions about how the US can broaden participation in innovation ecosystems at HBCUs!

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HBCU female academic entrepreneurs

Introduction

HBCU female academic entrepreneurs can help increase diversity among women entrepreneurs in high tech. There is a concentrated number of potential women entrepreneurs of diverse races among faculty in the United States’ Historically Black Colleges and Universities (known as HBCUs and are called ‘Black Colleges’ herein). This study describes the potential for developing university technology transfer in these Black Colleges as a strategy for increasing diversity among women entrepreneurs in high growth, high tech fields using female academic entrepreneurs.

Emerging research HBCU Howard University research lab

Emerging research institutions include HBCUs

Currently, Black Colleges lag behind their peer non-Black Colleges in technology transfer because historically they have been under, served and were originally established largely as teaching and blue-collar trade schools. Although Black female STEM faculty comprised less than 2% of the US faculty, they are 22% at HBCUs (Mack, 2011).

This study used a novel theoretical framework to compare technology transfer programs at 24 Black Colleges with doctoral programs and five non-Black Colleges. The correlation analysis confirmed hypotheses about the relationships between tech transfer resource inputs and outputs. The analysis showed that larger technology transfer support and licensing staff correlated with more invention disclosures and startup formations. However, legal support investments showed no correlation with the number of licensing agreements. Additionally, neither legal support investments nor the number of patent applications filed correlated with faculty size per program.

Findings

Faculty size per program positively influences the number of licensing agreements. Both faculty size and total research expenditures also increase total licensing agreements. The data does not support the hypothesis that non-tenured faculty negatively affect licensing agreements or start-up formations. Faculty quality includes measures such as publications, honors, and awards.

Gross licensing income shows no correlation with faculty publication volume or the percentage of faculty receiving honors and awards. Invention disclosures, patent applications, and faculty honors also show no connection to faculty with research grants. However, licensing revenue and publication citations do correlate positively with faculty who hold research grants. Additionally, institutions with more female faculty researchers tend to report more faculty honors, higher licensing income, and more start-ups.

These findings informed the development of a model intellectual property (IP) policy for Black Colleges. These policies aim to strengthen technology transfer and academic entrepreneurship. HBCU female academic entrepreneurs can help diversify high-growth, high-tech fields.

HBCU technology transfer history

University technology transfer toolkit to help emerging research institutions such as HBCUs

A technology transfer toolkit for Historically black college and universities HBCUs was proposed in my PhD dissertation. Unfortunately, under-resourced HBCU administrators complain and experience a decline in financial support from government sources (Jones, 2013). This is a serious, pressing problem that needs closer attention. In fact, some experts have argued that HBCUs are no longer relevant and should close their doors (John M. Lee Jr., 2013). Founders established HBCUs to address unequal access to education (Lorenzo L. Esters, 2013; Nia Imani Cantey, 2013). Per the Carnegie classifications of universities, few of the HBCUs are research oriented (The Carnegie Classification of Institutions of Higher Education, 2016). Thus, few HBCUs are engaged in technology licensing for revenue generation. They have not adapted to the need for change toward being more financially self-reliant (M. G. Williams, 2010).

Research method

I conducted a mixed method study of the development of an university technology transfer toolkit that HBCUs can use to become more self-reliant financially. Historically under-served HBCUs lag behind their peer non-HBCUs. Largely, they originated as teaching and blue-collar trade schools. Increased involvement in these research-oriented activities will likely enable HBCUs to grow into new or stronger research institutions. A comprehensive literature review of university technology transfer reveals non-HBCUs’ technology transfer problem areas. Addressing these issues will assist HBCUs as well.

Proposed toolkit

Notably, the problem areas for non-HBCUs would be challenging for HBCUs as well. Thus, the non-HBCUs tech transfer challenges are likely to be part of the reason that HBCUs are not taking advantage of tech commercialization. The proposed tool kit includes tools that will likely alleviate the problem areas. This would increase HBCU involvement in university technology transfer, industry partnerships, and tech-led business ventures. Faculty engagement in tech transfer requires Informal communication networks (D. Wright, 2013).

Further, dvanced planning information technology tools aid in advancing informal knowledge sharing networks which increase faculty engagement in tech transfer. They can improve decision making and perceived university tech commercialization service competencies and performance. Thus, with respect to advancing the participation of HBCUs in university tech commercialization, the research problems presented include:

Given that the problems that non-HBCUs face with university technology transfer will likely equally or more challenging for HBCUs, what are the problem areas with non-HBCUs’ university technology transfer?
What theoretical framework for research aids in the development of advanced planning system tools to help HBCUs with technology transfer?
What advanced planning system tools can diminish the university technology transfer problems?

supply chain management illustrated with images

University technology transfer is a supply chain network

In conclusion, I proposed that university technology transfer should be approached from the novel view that it is a supply chain network! Further, the social comparison theory, resource based view and paradigms shifting in combination form the theoretical framework for testing this proposition.

cloviahamilton